Evaluasi Kelayakan Materi Trainer Sistem Starter dan Peningkatan Hasil Belajar Kognitif Siswa TKRO
DOI:
https://doi.org/10.24036/jtpvi.v4i2.437Keywords:
kelayakan materi trainer, trainer sistem starter, hasil belajar kognitif, N-Gain, pendidikan vokasi otomotifAbstract
Trainer sistem starter diperlukan untuk pembelajaran praktik kelistrikan kendaraan ringan, tetapi kelayakan materinya dan keterkaitannya dengan hasil belajar kognitif masih perlu dikaji. Penelitian ini bertujuan mengevaluasi kelayakan materi trainer sistem starter dan peningkatan hasil belajar kognitif siswa kelas XI TKRO di SMK Negeri 1 Padang. Penelitian evaluatif kuantitatif ini menggunakan desain one-group pretest-posttest dengan 52 siswa melalui total sampling. Kelayakan materi dinilai oleh dua ahli menggunakan lembar validasi Likert 11 butir, sedangkan hasil belajar diukur melalui tes pilihan ganda 30 butir. Data dianalisis menggunakan persentase kelayakan, skor N-Gain, dan uji Wilcoxon signed-rank. Hasil menunjukkan trainer berkategori sangat layak pada aspek materi (83,64%). Rata-rata N-Gain mencapai 0,7180 atau kategori tinggi, uji Wilcoxon menunjukkan perbedaan bermakna (Z = -6,275; p < 0,001), dan ketuntasan KKM meningkat dari 0% menjadi 100%. Dengan keterbatasan tanpa kelompok kontrol, temuan ini mengindikasikan bahwa penggunaan trainer yang layak secara materi berasosiasi dengan peningkatan hasil belajar kognitif siswa.
A starter system trainer supports practical learning in light vehicle electrical systems, but its material feasibility and relation to cognitive learning outcomes require examination. This study evaluated the trainer’s material feasibility and cognitive learning improvement among grade XI TKRO students at SMK Negeri 1 Padang. A quantitative one-group pretest-posttest design involved 52 students selected through total sampling. Material feasibility was assessed by two experts using an 11-item Likert sheet, while learning outcomes were measured with a 30-item multiple-choice test. Data were analyzed using feasibility percentages, N-Gain, and the Wilcoxon signed-rank test. The trainer was rated very feasible in material quality (83.64%). The mean N-Gain was 0.7180, indicating a high category; the Wilcoxon test showed a significant difference (Z = -6.275; p < 0.001); and KKM mastery increased from 0% to 100%. Without a control group, findings indicate that using a materially feasible trainer is associated with improved cognitive learning outcomes.
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